Presentation on theme: "Comparing WRIT 102 and CRTW 201 What are the key differences? WRIT 102 We as writing teachers are mostly comfortable teaching WRIT 102 because we have."— Presentation transcript:
What are the key differences? WRIT 102 We as writing teachers are mostly comfortable teaching WRIT 102 because we have a frame of reference and a clear set of expectations for the course. Focus is on argumentative writing. Critical reading and critical thinking are subordinated to the main task of writing a good argument. CRTW 201 We may be uncomfortable teaching CRTW 201 because we are teaching from a new perspective, emphasizing different things, and trying to think, read, and teach from a multidisciplinary point of view. Focus is on critical thinking— what it involves, how to do it, how to judge it. Critical reading, thinking, and writing are integrated processes.
Focus of readings is usually on disciplines and styles familiar to the discipline of English studies. Textbook is usually an argument rhetoric/reader. Texts chosen to make the teaching of how to write an argument more effective. Texts include logical fallacies. Handbook is used to reinforce course text. Focus of readings should be multidisciplinary: students should be reading across the curriculum. Texts are a book on critical thinking, and a pair of texts (longer and more challenging) that are used to spur critical reading and writing. Apparatus on logical fallacies and on writing an argument must come from handbook and from what teacher provides.
Students are encountering concepts such as assumptions, concession, refutation, classical scheme, factual argument, values argument, policy argument, argument from authority, and loaded diction for the first time. Students may also be introduced formally to Rogerian and Toulmin strategies of argumentation. Students (usually) come directly out of WRIT 101 where they should have learned docu- mentation, the correct use of borrowed information, and use of the library. Faculty will reinforce basic concepts of argumentation that students have encountered in WRIT 101 and/or GNED 102, such as assumptions, concession, refutation, argument strategy, authority, and loaded language; however, because students will not have had uniform preparation in these matters, not all students in every CRTW 201 class can be assumed to know them. Students will be taking CRTW 201 in either first or second semester of sophomore year and “learning amnesia” may have set in.
Nuts and Bolts of Differences WRIT 102 At least 4500 words of graded writing Either one long research paper and at least five other graded essays or two shorter research papers and at least four other graded essays Completely revised essays may count as separate papers CRTW 201 At least 6000 words of graded writing At least four graded essays, one of which will be a long (8-10 page) documented research paper; one could be a group project Opportunities to revise are encouraged as a course goal
At least one documented paper should include library research. All writing should be argumentative. At least one graded essay other than the final should be written in class. All essays require documented research either from the class text(s) or outside resources. Most of the writing will be argumentative, but other kinds (e.g. process analysis) may be appropriate at times. At least one graded essay other than the final should be written in class.
A final essay exam is required during the scheduled exam period. Usually 90-100% of the final grade comes from writing. Students must repeat WRIT 102 if they earn less than a “C.” 60-hour rule applies. A final essay exam is required during the scheduled exam period. A minimum of 75% of the final grade must come from writing. Students must repeat CRTW 201 if they earn less than a “C.” 75-hour rule applies.